JeanMarie Farrow , Sarah S. Kavanagh , Preeti Samudra , Christopher Pupik Dean
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引用次数: 0
Abstract
This paper examined connections between core Project-Based Learning (PBL) elements, curricular design features, and teacher enactment of PBL practices. Twenty-five teachers in underserved communities were interviewed, submitted videos, and provided curricular features of a PBL unit. Artifacts/Interviews were coded according to presence or absence of PBL elements, and videos were coded according to teachers' presence or absence of support. Presence of support was sub-coded as low- and high-support PBL practices. Results revealed that teachers’ design features related to PBL elements; however, design features mainly did not correlate to PBL high-support practices. Additional support may be needed in bridging the gap between PBL instructional designs and their effective realization in the classroom.
期刊介绍:
Teaching and Teacher Education is an international journal concerned primarily with teachers, teaching, and/or teacher education situated in an international perspective and context. The journal focuses on early childhood through high school (secondary education), teacher preparation, along with higher education concerning teacher professional development and/or teacher education. Teaching and Teacher Education is a multidisciplinary journal committed to no single approach, discipline, methodology, or paradigm. The journal welcomes varied approaches (qualitative, quantitative, and mixed methods) to empirical research; also publishing high quality systematic reviews and meta-analyses. Manuscripts should enhance, build upon, and/or extend the boundaries of theory, research, and/or practice in teaching and teacher education. Teaching and Teacher Education does not publish unsolicited Book Reviews.